Welcome to my WIKI inspired from the content in the Summer Institute as part of the "Imagination, Invention, and Innovation" Teaching American History Project. When students complete this lesson, they will have prior knowledge of the reasons and major events that led to the formation of our nation. In this lesson, third grade students will gain a better understanding of Paul Revere's life and his contributions to the Revolutionary War Era.
The following Massachusetts History and Social Science Curriculum Frameworks Standards are addressed in this WIKI:
History and Geography
2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H)
3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H)
New England and Massachusetts
3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C)
e. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere 3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person’s life and achievements. (H, C) E. political leadership (e.g., John Adams, John Quincy Adams, Susan B. Anthony, Edward Brooke, Benjamin Franklin, John F. Kennedy, Paul Revere) 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)
Cities and Towns of Massachusetts 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
The following Historical Thinking Standards are addressed in this WIKI:
Thinking Standard 1: Chronological Thinking
Thinking Standard 2: Historical Comprehension
Thinking Standard 3: Historical Analysis and Interpretation
Thinking Standard 4: Historical Research Capabilities
Thinking Standard 5: Historical Issues-Analysis and Decision Making
Learning Objectives:
At the end of this lesson students will:
~summarize Paul Revere's life in a "Biography Body" activity
~describe Paul Revere's role in the Midnight Ride
~identify different sources that give us historical information about this time period
Welcome to my WIKI inspired from the content in the Summer Institute as part of the "Imagination, Invention, and Innovation" Teaching American History Project. When students complete this lesson, they will have prior knowledge of the reasons and major events that led to the formation of our nation. In this lesson, third grade students will gain a better understanding of Paul Revere's life and his contributions to the Revolutionary War Era.
The following Massachusetts History and Social Science Curriculum Frameworks Standards are addressed in this WIKI:
History and Geography
2. Observe visual sources such as historic paintings, photographs, or illustrations that accompany historical narratives, and describe details such as clothing, setting, or action. (H)
3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (H)
New England and Massachusetts
3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C)
e. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere
3.7 After reading a biography of a person from Massachusetts in one of the following categories, summarize the person’s life and achievements. (H, C)
E. political leadership (e.g., John Adams, John Quincy Adams, Susan B. Anthony, Edward Brooke, Benjamin Franklin, John F. Kennedy, Paul Revere)
3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C)
Cities and Towns of Massachusetts
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
The following Historical Thinking Standards are addressed in this WIKI:
Thinking Standard 1: Chronological Thinking
Thinking Standard 2: Historical Comprehension
Thinking Standard 3: Historical Analysis and Interpretation
Thinking Standard 4: Historical Research Capabilities
Thinking Standard 5: Historical Issues-Analysis and Decision Making
Learning Objectives:
At the end of this lesson students will:
~summarize Paul Revere's life in a "Biography Body" activity
~describe Paul Revere's role in the Midnight Ride
~identify different sources that give us historical information about this time period